Preface to the Second Edition |
Preface to the First Edition |
About the Authors |
Author Contact Information |
Fundamentals / Section 1: |
Toward Better Design for Older Adults / Chapter 1: |
Demographics / 1.1: |
What Products Do Older Adults Use? / 1.2: |
Is Good Design Worth the Effort? / 1.3: |
How Do We Define "Older Adult"? / 1.4: |
Toward Better Design / 1.5: |
General Guidelines, Specific Questions / 1.6: |
Overview of the Book / 1.7: |
Recommended Reading |
Characteristics of Older Adult Users / Chapter 2: |
What Are the Underpinnings of Human Factors? / 2.1: |
What Human Characteristics Should Be Considered? / 2.2: |
Aging and the Sensory Modalities / 2.3: |
Taste and Smell / 2.3.1: |
Haptics / 2.3.2: |
Audition / 2.3.3: |
Vision / 2.3.4: |
Cognition / 2.4: |
Memory / 2.4.1: |
Attention / 2.4.2: |
Spatial Cognition / 2.4.3: |
Understanding Written and Spoken Language / 2.4.4: |
Control of Movements and Movement Speed / 2.5: |
Summary of Review / 2.6: |
Guidance for Design / 2.7: |
Guiding the Design Process / Chapter 3: |
Principles of Design / 3.1: |
Universal Design / 3.2: |
What Makes a Product Usable? / 3.3: |
Measuring Usability Components / 3.4: |
User-Centered Design (UCD) / 3.5: |
Task Analysis / 3.5.1: |
Usability Testing / 3.5.2: |
Two Perspectives to Usability Testing / 3.5.2.1: |
Usability Test Plan / 3.5.2.2: |
Think-Aloud Verbal Protocols / 3.5.2.3: |
Equipment / 3.5.2.4: |
Participants / 3.5.2.5: |
Pilot Testing and Training / 3.5.2.6: |
Field Observations / 3.5.3: |
Interviews / 3.5.4: |
Questionnaires / 3.5.5: |
Focus Groups / 3.5.6: |
Design Methods That Do Not Involve the User / 3.6: |
Checklists and Guidelines / 3.6.1: |
Heuristic Evaluation / 3.6.2: |
Layout Analysis / 3.6.3: |
The Product Design Lifecycle / 3.7: |
Conclusion / 3.8: |
Design Guidelines / Section 2: |
Improving Perception of Information / Chapter 4: |
Visual Perception / 4.1: |
Text Characteristics / 4.1.1: |
Icons versus Text / 4.1.2: |
Additional Factors to Consider / 4.1.3: |
Guidelines for Visual Presentation of Information / 4.2: |
General Lighting Guidelines / 4.2.1: |
Text / 4.2.2: |
Use of Three-Dimensional Displays / 4.2.3: |
Issues in Aging and Auditory Perception / 4.3: |
Thresholds for Sounds / 4.3.1: |
Speech Perception / 4.3.2: |
Localization / 4.3.3: |
Guidelines for Auditory Presentation of Information / 4.4: |
Sound / 4.4.1: |
Speech / 4.4.2: |
Issues in Haptics / 4.5: |
Overview of Haptics / 4.5.1: |
Vibration Perception / 4.5.2: |
Guidelines for Haptic Presentation of Information / 4.6: |
Using These Guidelines for Optimizing Perception of Information / 4.7: |
Design of Input and Output Devices / Chapter 5: |
Issues in Aging and the Design of Input Devices / 5.1: |
Minimizing Steps / 5.1.1: |
Consistency / 5.1.2: |
Types of Input Devices / 5.2: |
Guidelines for the Design of Input Devices / 5.3: |
Issues in Aging and the Design of Output Devices / 5.4: |
Guidelines for the Design of Output Devices / 5.5: |
Using These Guidelines for Effective Design of Input and Output Devices / 5.6: |
Interface Design / Chapter 6: |
Interface Design Issues / 6.1: |
Issues in Aging and Interface Design / 6.2: |
Do Older Adults Use Computer Technologies? / 6.2.1: |
Multiple Levels of User Abilities / 6.2.2: |
User Goals and Expectations / 6.2.3: |
Information Organization / 6.2.4: |
Getting Lost in the System and Navigation Tools / 6.2.5: |
Depth versus Breadth / 6.2.6: |
Compatibility / 6.2.7: |
Documentation and Error Recovery / 6.2.8: |
Guidelines for Effective Interface Design / 6.3: |
Physical Characteristics / 6.3.1: |
Navigation / 6.3.2: |
Conceptual / 6.3.3: |
Using These Guidelines to Facilitate Proper Interface Design / 6.4: |
Design of Training and Instructional Programs / Chapter 7: |
Principles of Instruction / 7.1: |
An Integrated Approach to Instructional Design for Complex Tasks / 7.2: |
Human Cognitive Limitations and the Design of Instructional Programs / 7.3: |
Learning Tasks / 7.3.1: |
Supportive Information / 7.3.2: |
Procedural Information / 7.3.3: |
Part-Task Practice / 7.3.4: |
Illustration of Design Principles and Strategies / 7.4: |
Pacing / 7.5: |
Organization of the Training Material / 7.6: |
Consistency of Information / 7.7: |
Temporal Spacing Considerations / 7.8: |
Adaptive Training / 7.9: |
Feedback / 7.10: |
The Use of Simulation in Training / 7.11: |
E-Learning / 7.12: |
Performance Assessment / 7.13: |
Guidelines for the Design of Training and Instructional Programs / 7.14: |
Train Using Sets of Holistic Practice Tasks / 7.14.1: |
Provide Supportive Information / 7.14.2: |
Training Procedural Information / 7.14.3: |
Promoting Deeper Learning / 7.14.4: |
Environmental Considerations / 7.14.5: |
Learning Materials / 7.14.6: |
Reducing Training Demands / 7.14.7: |
Exemplar Applications / 7.15: |
Making the Work Environment Age-Friendly / Chapter 8: |
The Workplace of the 21st Century / 8.1: |
Technology in the Workplace / 8.1.1: |
Changes in Work Arrangements / 8.1.2: |
What We Know about Older Workers: Myths and Realities / 8.2: |
Adaptation to Changes in Jobs / 8.2.1: |
Older Workers and Productivity / 8.2.2: |
The Potential Implications of Aging for Work / 8.3: |
Sensory and Perceptual Changes / 8.3.1: |
Psychomotor Skills, Strength, and Endurance / 8.3.2: |
Cognition and Learning / 8.3.3: |
Maximizing the Usefulness and Usability of Healthcare Technologies / 8.4: |
What Makes Healthcare Technologies Unique? / 9.1: |
Movement Control, Perception, Cognition, and Interface Design / 9.2: |
Training Issues / 9.3: |
Maintenance, Calibration, and Updating of the Technology / 9.4: |
Maintenance / 9.4.1: |
Calibration / 9.4.2: |
Updating / 9.4.3: |
Safety Issues / 9.5: |
Hazard Awareness / 9.5.1: |
Warnings / 9.5.2: |
Credibility / 9.6: |
The Internet / 9.6.1: |
Medical Devices / 9.6.2: |
Transportation / 9.7: |
Driving / 10.1: |
Driver Training and Screening / 10.1.1: |
Advanced Technology Systems / 10.1.2: |
Redesign of Roadway and Signage Systems / 10.1.3: |
Pedestrian Behavior / 10.2: |
Wayfinding in Built Environments / 10.3: |
Spatial Organization / 10.3.1: |
Landmarks, Signage, and Directories / 10.3.2: |
Maps / 10.3.3: |
Negotiating Public Transportation Environments / 10.4: |
Wayfinding / 10.4.1: |
Arrival at the Airport / 10.4.2: |
Boarding Pass Dispensing Devices / 10.4.3: |
Traveling to the Gate / 10.4.4: |
Security Area and Embarking/Disembarking Planes / 10.4.5: |
Designing Accommodations for Aging-in-Place / 10.5: |
Where and How Older Adults Live / 11.1: |
Evaluating the Home / 11.2: |
Falls / 11.2.1: |
Structural Modifications / 11.2.2: |
Lighting / 11.2.3: |
Products for Independent Living / 11.2.4: |
Advanced Technology Development / 11.3: |
Memory Supports / 11.3.1: |
Home Monitoring Systems / 11.3.2: |
Social Support / 11.3.3: |
Technology Acceptance and Privacy Issues / 11.3.4: |
Acceptance Decision Tree / 11.3.5: |
Tutorials / 11.4: |
Involving Older Adults in Research and Usability Studies / Chapter 12: |
Inclusion of Representative Samples / 12.1: |
Selection Criteria / 12.2: |
Participant Recruitment / 12.3: |
Study Protocols / 12.4: |
Measurement Instruments / 12.5: |
Guidelines for Including Older Adults in Research and Usability Studies / 12.6: |
Conducting Focus Groups with Older Adults / Chapter 13: |
Developing the Script / 13.1: |
Introduction and Icebreaker Question / 13.1.1: |
Developing the Questions / 13.1.2: |
Preparing for the Interviews / 13.2: |
Training the Moderator(s) / 13.2.1: |
Developing Ancillary Materials / 13.2.2: |
Selecting the Interview Environment / 13.2.3: |
Collecting the Data / 13.3: |
Choosing the Participants / 13.3.1: |
Conducting the Interview / 13.3.2: |
Data Analysis / 13.4: |
Segmenting and Coding the Data / 13.4.1: |
Interpreting the Data / 13.4.2: |
Guidelines for Effective Focus Group Research / 13.5: |
Conducting the Focus Group Session / 13.5.1: |
Analyzing and Interpreting the Data / 13.5.3: |
Focus Group Research in General |
Focus Group Studies with Older Adults |
Statistical Considerations in Usability Testing / Chapter 14: |
Precise Measurement Studies / 14.1: |
Problem Discovery Studies / 14.2: |
Summary / 14.3: |
Guidelines for Determining Sample Sizes for Usability Test Studies / 14.4: |
Task Analysis and Error Prediction / Chapter 15: |
Human Failure Modes and Effects Analysis (HFMEA) / 15.1: |
Example: Self-Checkout Systems / 15.3: |
Generating the HFMEA for the Example / 15.4: |
Guidelines for Task Analysis and Error Prediction / 15.5: |
GOMS Modeling for Older Adults / Chapter 16: |
Reducing Data Entry Burden for a Software Authentication Process / 16.1: |
Assumptions about Task Processes / 16.1.1: |
Modeling Task Performance at the Operator Level / 16.1.2: |
Error Analysis / 16.1.3: |
Error Correction Cost / 16.1.4: |
Trade-Offs in Design / 16.2: |
Guidelines for GOMS Modeling for Older Adults / 16.3: |
Multimedia Design / Chapter 17: |
Does Media Matter? / 17.1: |
The Role of Cognition in Multimedia Learning Systems / 17.2: |
Ten Guidelines for Designing Multimedia Instructional Programs / 17.3: |
A Software Application Example / 17.4: |
Synthesis and Comments / 17.5: |
Themes / 18.1: |
Older Adults Do Use New Technologies / 18.1.1: |
Past Experience (or Lack Thereof) Influences Performance / 18.1.2: |
If It Cannot Be Seen, Heard, or Manipulated, It Cannot Be Used / 18.1.3: |
Age-Related Declines in Cognition Influence Performance / 18.1.4: |
Environmental Support/Knowledge in the World/Affordances / 18.1.5: |
Preferences Do Not Necessarily Map to Performance / 18.1.6: |
Training, Documentation, and User Help Are Necessary (and Should Be Well Designed) / 18.1.7: |
User Testing Is Crucial for Successful Design / 18.1.8: |
Good Design for Older Adults Is Generally Good Design for Everyone / 18.1.9: |
Attitudes Matter / 18.1.10: |
Development of Future Technology / 18.2: |
New Is Always New / 18.2.1: |
New and Improved Is Not Necessarily Better / 18.2.2: |
References / 18.3: |
Author Index |
Subject Index |